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Global Perspectives on Holocaust Education

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Global Perspectives on Holocaust Education LEARNING FROM THE PAST: GLOBAL PERSPECTIVES ON HOLOCAUST EDUCATION SALZBURG GLOBAL SEMINAR JUNE 27-JULY 1, 2012 EXECUTIVE SUMMARY LEARNING FROM THE PAST: GLOBAL PERSPECTIVES ON HOLOCAUST EDUCATION JUNE 27– JULY 1, 2012 THIS SESSION WAS MADE POSSIBLE BY GENEROUS SUPPORT FROM: A special thanks to the Anne Frank House in Amsterdam for contributing support for the participants on the Turkey Panel Please note that the opinions expressed in this report are those of individual conference participants, and do not necessarily reflect those of the organizers or of institutions involved in this conference, including the Salzburg Global Seminar and the United States Holocaust Memorial Museum. EXECUTIVE SUMMARY EXECUTIVE SUMMARY More than a half century after the end of World War The ITF currently has 31 member countries, many of II, the world is still attempting to come to terms with them directly affected by the Holocaust and all but the horrors of the Holocaust. Countless educational two (Israel and Argentina) located in Europe or North programs, scholarly publications, memorial and America. These ITF member countries committed commemorative sites, teacher training programs, and themselves to the implementation of national policies outreach initiatives have been designed in an effort to and programs in support of Holocaust education, educate the public, foster remembrance and convey remembrance, and research. But how do countries the message, ‟Never again”. outside of the framework of the ITF regard Holocaust education: do they for example follow UN resolutions In 1998 Swedish Prime Minister Göran Persson, on commemorating the Holocaust? If so, how is it appalled at the lack of knowledge on the subject taught, and with what purpose? Can teaching about among schoolchildren in his country, spearheaded an the Holocaust serve as a framework for international campaign for the promotion of understanding other genocides, especially in Holocaust education which resulted in the countries directly affected by mass atrocities? Declaration of the Stockholm International Forum on the Holocaust, announcing the establishment of what In order to address these issues, the Salzburg Global is now known as the Task Force for International Seminar (SGS) and the United States Holocaust Cooperation on Holocaust Education, Remembrance, Memorial Museum (USHMM), with support from the and Research (ITF). The ITF was commended by the Austrian Future Fund, the ITF, and the National Fund UN General Assembly in its November 1, 2005 of the Republic of Austria for Victims of National Resolution, resolving that the UN will designate Socialism, are seeking to investigate the current January 27 as an annual International Day of status of Holocaust and genocide education in Commemoration in memory of the victims of the countries that are not, or not yet, ITF members. For Holocaust and urging member states to develop this purpose, in June 2012 the SGS brought together educational programs that “will inculcate future experts and practitioners of Holocaust and genocide generations with the lessons of the Holocaust in order education primarily from non-ITF countries for a to prevent future acts of genocide.” * symposium in Salzburg on ‟Learning from the Past: Global Perspectives on Holocaust Education”. *The UN Resolution 60/7 on Holocaust Remembrance was followed by Resolution 34C/61 of the General Conference of UNESCO on “Education for Holocaust Remembrance” (2007). PARTICIPANTS SESSION OBJECTIVES 2 3 BEYOND THE ITF Legend ITF member countries Non-ITF participant countries PARTICIPANTS The 2012 symposium, chaired by Dr. Klaus Mueller, drew on a core group of participants who had given advice from the outset, including experts from Austria, France, South Africa and the United States. In addition, a number of new participants from countries outside the ITF were invited. In total 28 people participated in the session, of whom 20 came from 15 countries outside the ITF. Participants included both women and men from different professional backgrounds as well as from countries with different relationships to the Holocaust, namely: countries directly affected by the Holocaust: Macedonia, Ukraine; countries not directly affected by the Holocaust but where Holocaust education is part of the national curriculum: Ecuador, South Africa; countries where Holocaust education is not part of the national curriculum (but might be included in other subject areas, and/or taught in private or religious schools, or is currently considered to be taught ): Chile, Mexico; countries with their own history of genocide: Armenia, Cambodia, Rwanda; countries with no direct link to the Holocaust, but in which some educators have shown a keen interest in the Holocaust’s universal significance, and related it to events in their own country’s experience: China, Ghana, Korea, Morocco, Turkey, Venezuela. In terms of professional background and expertise, participants included professors and other educators, researchers, directors of Holocaust or genocide centers, and representatives from NGOs, government ministries or international organizations. Staff from the USHMM and the SGS facilitated and coordinated the meetings. *The Task Force for International Cooperation on Holocaust Education, Remembrance, and Research known as ITF is an in- tergovernmental body whose purpose is to place political and social leaders' support behind the need for Holocaust educa- tion, remembrance, and research both nationally and internationally. ITF countries currently include: Argentina, Austria, Belgium, Canada, Croatia, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Israel, Italy, Latvia, Lithuania, Luxembourg, Netherlands, Norway, Poland, Romania, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland, United Kingdom, and United States of America. PARTICIPANTS SESSION OBJECTIVES 2 3 SESSION OBJECTIVES The objective of the symposium was to build on the Morocco, Ecuador, Rwanda, South Africa, South work of the previous two years and to focus on Korea, Turkey, and Ukraine. whether and how Holocaust education can function as a point of departure for confronting histories of An important component to the symposium was the human rights abuses and instances of mass violence discussion and input by participants on a draft of a or genocide within different regional and national global study of Holocaust education outside the ITF contexts in countries outside the ITF. commissioned by the USHMM. The study consists of Specific questions discussed included: two parts: an in-depth analytical study, Learning Can the Holocaust function as a reference point From the Past: Global Perspectives on Holocaust for understanding contemporary genocides? Education, and an Environmental Scan of Holocaust Education-Related Issues in Non-ITF Countries, What approaches have been developed in presenting a brief overview of the subject by country. different regions and cultures for teaching about Reactions to the drafts would then be used by the the Holocaust within the context of a human editors to prepare a final draft. rights curriculum? How applicable are the ITF Education Working Group 2010 Recommendations for educators teaching about the Holocaust and other BACKGROUND genocides around the world? What are the benefits and drawbacks of The Salzburg Global Seminar’s Initiative on Holocaust, embedding Holocaust education within a Genocide and Human Rights Education evolved out of curriculum that includes a human rights an initial conference convened by the SGS in 2009 on perspective and/or the teaching of other ‟Preventing Genocide and Mass Violence: What can genocides? be learned from history?” The results of that conference indicated that there was a need to The symposium was designed to examine programs investigate more deeply the links between Holocaust which connect teaching about the Holocaust, other education and genocide prevention. The initiative has genocides, and/or human rights in other parts of the been developed primarily with support of the world. Participants closely reviewed the work that is Austrian Future Fund and in cooperation with the being conducted in a number of countries including United States Holocaust Memorial Museum. Within Armenia, Cambodia, China/Hong Kong/Macau, the initiative, there are two programmatic strands: one focused on Holocaust Education, the other on Genocide Prevention. The program strand on Holocaust Education, chaired by Dr. Klaus Mueller of the USHMM, was launched in 2010 with a conference entitled “The Global Prevention of Genocide: Learning from the Holocaust.” This founding conference was funded by the Future Fund of the Republic of Austria and the Jacob Blaustein Institute of the American Jewish Committee. Its explicit goal was to explore the connections as well as the divisions between the fields of Holocaust education, genocide prevention, and human rights. Furthermore, the 2010 conference served to set the agenda for future SGS programs on Holocaust education and genocide prevention. In Klaus Mueller, Maria Balsa (Venezuela) and Alejandra June 2011 a planning meeting was held in Salzburg to Morales Stekel (Chile) prepare for the 2012 conference. PREPARATION AND FORMAT SUMMARY FINDINGS 4 5 PRE-SESSION PREPARATION: SYMPOSIUM FORMAT: Prior to the meeting, participants were asked to: In addition to the opening panel welcoming the par- Read and analyze the ITF paper, “Holocaust, ticipants and providing context for the meeting, the genocide and crimes
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